Using the CoI Framework to Assess the Efficacy of New TechnologiesPhil IceJason Dom2nd Sloan-C EmergingTechnology SymposiumSan Francisco, 2009

Part I~An Overview of the Community of Inquiry Framework

Community of Inquiry Frameworka process model of learning in online and blended educational environmentsgrounded in a collaborative constructivist view of higher educationassumes effective online learning requires the development of a community of learners that supports meaningful inquiry and deep learning

a process model of learning in online and blended educational environments

grounded in a collaborative constructivist view of higher education

assumes effective online learning requires the development of a community of learners that supports meaningful inquiry and deep learning

social presencecognitive presenceLEARNINGteaching presence

Social Presencethe ability of participants in a community of inquiry to project themselves socially and emotionally -- as ‘real’ peoplethe degree to which participants in computer mediated communication feel socially and emotionally connected

the ability of participants in a community of inquiry to project themselves socially and emotionally -- as ‘real’ people

the degree to which participants in computer mediated communication feel socially and emotionally connected

Social Presence - Elementsaffective expression (expressing emotion, self-projection)open communication (learning climate, risk free expression)group cohesion (group identity, collaboration)

affective expression (expressing emotion, self-projection)

open communication (learning climate, risk free expression)

group cohesion (group identity, collaboration)

Cognitive Presencethe extent to which learners are able to construct and confirm meaning through sustained reflection and discourse in a critical community of inquiry

the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse in a critical community of inquiry

Cognitive Presence - Elementstriggering event (sense of puzzlement)exploration (sharing information & ideas)integration (connecting ideas)resolution (synthesizing & applying new ideas)

triggering event (sense of puzzlement)

exploration (sharing information & ideas)

integration (connecting ideas)

resolution (synthesizing & applying new ideas)

Teaching Presencethe design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes

the design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes

Teaching Presence - Elementsdesign and organization (setting curriculum & activities) facilitation (shaping constructive discourse) direct instruction (focusing & resolving issues)

design and organization (setting curriculum & activities)

facilitation (shaping constructive discourse)

direct instruction (focusing & resolving issues)

Community of Inquiry Survey9 social presence items (3 affective expression, 3 open communication, 3 group cohesion) 12 cognitive presence items (3 triggering, 3 exploration, 3 integration, 3 resolution)13 teaching presence items (4 design & facilitation, 6 facilitation of discourse, 3 direct instruction)

9 social presence items (3 affective expression, 3 open communication, 3 group cohesion)

12 cognitive presence items (3 triggering, 3 exploration, 3 integration, 3 resolution)

13 teaching presence items (4 design & facilitation, 6 facilitation of discourse, 3 direct instruction)

CoI Survey Validationtested in graduate courses at four institutions in the US and Canadaprincipal component factor analysisthree factor model predicted by CoI framework confirmedArbaugh, Cleveland-Innes, Diaz, Garrison, Ice, Richardson, Shea & Swan - 2008

tested in graduate courses at four institutions in the US and Canada

principal component factor analysis

three factor model predicted by CoI framework confirmed

Arbaugh, Cleveland-Innes, Diaz, Garrison, Ice, Richardson, Shea & Swan - 2008

Part II~CoI and the Integration of New Technologies

Audio FeedbackPilot Study revealed the following benefits of providing asynchronous audio feedback using Acrobat Pro:THEME 1 – Ability to understand nuance.THEME 2 – Feelings of increased involvement.THEME 3 – Increased content retention.THEME 4 – Instructor caring.

Pilot Study revealed the following benefits of providing asynchronous audio feedback using Acrobat Pro:

THEME 1 – Ability to understand nuance.

THEME 2 – Feelings of increased involvement.

THEME 3 – Increased content retention.

THEME 4 – Instructor caring.

Audio Feedback & the CoIThe following slides compare the findings of the multi-institutional CoI sample (n = 1085) that received text-based feedback and responses from a multi-institutional sample(n = 1138) that received audio feedback In the items addressed there was a significant difference (p > .05) in responses

The following slides compare the findings of the multi-institutional CoI sample (n = 1085) that received text-based feedback and responses from a multi-institutional sample(n = 1138) that received audio feedback

In the items addressed there was a significant difference (p > .05) in responses

Teaching PresenceThe instructor was helpful in identifying areas of agreement and disagreement on course topics that helped me to learn.Summer 2007 / mean = 4.12Audio group / mean = 4.43The instructor encouraged course participants to explore new concepts in this course.Summer 2007 / mean = 4.44Audio group / mean = 4.58

The instructor was helpful in identifying areas of agreement and disagreement on course topics that helped me to learn.

Summer 2007 / mean = 4.12

Audio group / mean = 4.43

The instructor encouraged course participants to explore new concepts in this course.

Summer 2007 / mean = 4.44

Audio group / mean = 4.58

Teaching PresenceThe instructor provided feedback that helped me understand my strengths and weaknesses relative to the course’s goals and objectives. Summer 2007 / mean = 4.28Audio group / mean = 4.57

The instructor provided feedback that helped me understand my strengths and weaknesses relative to the course’s goals and objectives.

Summer 2007 / mean = 4.28

Audio group / mean = 4.57

Social PresenceOnline or web-based communication is an excellent medium for social interaction.Summer 2007 / mean = 3.90Audio group / mean = 4.27

Online or web-based communication is an excellent medium for social interaction.

Summer 2007 / mean = 3.90

Audio group / mean = 4.27

Cognitive PresenceI felt motivated to explore content related questions.Summer 2007 / mean = 4.31Audio group / mean = 4.55Reflection on course content and discussions helped me understand fundamental concepts in this class.Summer 2007 / mean = 4.37Audio group / mean = 4.49

I felt motivated to explore content related questions.

Summer 2007 / mean = 4.31

Audio group / mean = 4.55

Reflection on course content and discussions helped me understand fundamental concepts in this class.

Summer 2007 / mean = 4.37

Audio group / mean = 4.49

SaaS Word ProcessorsTwo online, graduate level education courses (combined n=78) students were asked to complete assignments (mean page count = 9.75 pages), alternating Word and Buzzword as the creation and submission mechanism. Buzzword is an online document editor that is a part of Acrobat.com

Two online, graduate level education courses (combined n=78) students were asked to complete assignments (mean page count = 9.75 pages), alternating Word and Buzzword as the creation and submission mechanism.

Buzzword is an online document editor that is a part of Acrobat.com

Document Analysisaverage use of non-text based resources (e.g. hyperlinks, graphics, tables, etc.) was 5.1 for Word submissions and 14.3 for Buzzword based submissions. Cognitive Presence Indicators

average use of non-text based resources (e.g. hyperlinks, graphics, tables, etc.) was 5.1 for Word submissions and 14.3 for Buzzword based submissions.

Cognitive Presence Indicators

Interview DataBuzzword’s ease of use (as compared to Word) cited as primary reason for inclusion of more links, graphics, etc.Majority (n = 12) indicated that it was easier for them to express complex concepts using multimedia.

Buzzword’s ease of use (as compared to Word) cited as primary reason for inclusion of more links, graphics, etc.

Majority (n = 12) indicated that it was easier for them to express complex concepts using multimedia.

Interview DataThe concept of a Buzzword being a personal reflective space was common among 72% of students over 34 years old. As an example these students frequently developed a document on their own and then shared it with classmates. 82% of students 34 and younger recognized it as a collaborative tool and began workflow projects by sharing a common document. Qualitative analysis revealed that these younger students frequently (68%) likened Buzzword to a Wiki or similar collaborative tool. In contrast, only 27% of older students made this association.

The concept of a Buzzword being a personal reflective space was common among 72% of students over 34 years old.

As an example these students frequently developed a document on their own and then shared it with classmates.

82% of students 34 and younger recognized it as a collaborative tool and began workflow projects by sharing a common document.

Qualitative analysis revealed that these younger students frequently (68%) likened Buzzword to a Wiki or similar collaborative tool. In contrast, only 27% of older students made this association.

Director of Course Design, Research & DevelopmentAmerican Public University Systempice@apus.eduThank You!Phil Ice, Ed.D.Director of Course Design, Research & DevelopmentAmerican Public University Systempice@apus.eduJason Dom. M.Ed.Director of Academic ComputingAmerican Public University System jdom@apus.edu